Recently UNESCO procured a prodigious agenda that constitute of seventeen (17) sustainable goals to transmute people and our planet into reinforcement of prosperity by 2030. These 17 goals were defined as the sustainable indicators for harmonizing humanity.

Amidst these ambitious goals, one of them intentionally aimed at “ensuring inclusive and equitable education and promote lifelong learning opportunities for all” leading quality education by 2030. Other agencies; The OECD (Education 2030) and World Bank also brought about diverse strategies and trends on homogeneity of education dealing with the reality of education system in a nutshell.

Additionally, the Work Bank proclaimed that higher education is significant in fostering growth and boosting well-being, not just to individual but to the entire world. According to the World Bank figures, the higher education graduates are rising with an estimate of 17 percent increase yearly which leave us with 200 million freshers from higher education at present time. As the youth population continue to swell, so is the intense demand for expanded access to tertiary education. Therefore, technical and vocational education as well as training are at upmost importance for the provision of skills and knowledge relevant to the labour market. World Bank reported that governments in many nations are increasingly realizing that the entire educational system—from early childhood through tertiary education-- must reflect the new social and economic needs of the global economy, which increasingly demands a better-trained, more skilled, and adaptable workforce. However, the challenges remain that even though there is an increasing number of graduates of higher education, many of them still do not have the right and relevant skills needed for a successful integration into the labour market.

Likewise, OECD claimed that with the ongoing unprecedented challenges – social, economic and environmental- driven by digital revolution and globalisation, future education must prepare young adults for jobs that have not been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. The agency therefore claimed that resolving the challenges would boiled down to a shared responsibility to seize opportunities and find solutions. In response to the defies, OECD has launched its project “The Future of education and skills 2030” in order to help countries find answers to two far-reaching questions in the educational sphere and these are:

1. What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?

2. How can instructional systems develop these knowledge, skills, attitudes and values effectively?

While in its current stage, the first phase (what) of the OECD Education 2030 successfully coined a “compass framework” that relate to the revolution of our education globally. The compass framework clearly flashed many influential factors, for example, competencies, curriculum reforms, attributes, policies, goals of learning such as life satisfaction and so on. Consequently, these results lead OECD to carefully trailed the indicators of its second phase for the project, that is, how to implement all these emerging changes to revolutionise the educational industry.

We may analyse our ideas of what makes for higher or lower, better or worse educational system or education transformation however in the final analysis the nucleus of these evaluations is the ideals that different individual hold in their orientations to education with regards to betterment of their own life. Therefore, it is clearly indicative that the two most analogies of what and how hold together on one fundamental aspect of the education system is its quality assessment. And then: How to assess and enhance quality in the education industry globally?

As follows, QAQF engineered the deep-seated rooted solutions to the assessment, pursuing and supporting of the quality of educational industry; which in turn bring two relevant responses to the motto of educating individuals.

1. Real life experience is education.
2. Education is a lifelong learning process.

Basically, we developed the first tool to evaluate quality trends within educational establishments. Here we will experiment on how real-life experiences impact learning and training. Using both quantification and empirical investigation, we will verify educational curriculum that influence applied learning. Secondly, we will use a standardised instrument for assessing on how educational institutions are focusing on lifelong learning process. Henceforth, QAQF have developed two main regulated instruments for assessing quality assurance in the education sector globally and they are:

Instrument 1: Standard for Excellence
Instrument 2: Education Rating